2/8/16 In order to provide some background on these topics, have students define and discuss these following terms and questions. Direct this question to the student: Ask yourself: "What do I know about the Holocaust?" Have the students make a list of words or phrases that they think are related to the Holocaust. Instruct them to attempt a definition for each term on their list either verbally or in writing. Then have compare their list and definitions with each other. This activity can also be done in cooperative groups of two, three, or four. The students' list may contain the following terms:
Holocaust
2. Anti-Semitism
3. Pogrom
4. Police State
5. Final Solution
6. Concentration camp
7. Extermination camp
8. Genocide
9. Nazi Party
10. Adolph Hitler
11. Auschwitz
12. Eugenics
13. Euthanasia
14. Resistance
15. Liberation
Have the students develop their own vocabulary list based on what they know or want to know. It may include general ideas, or it may include specific people, places, and ideas from the Holocaust period. Another alternative is to generate a list of terms, each of which is associated or connected with each other. In class, discuss why students placed those terms in the groups that they did. Example: Jew: religion, race, people, star, Israel.
Have the students make a list of questions they would like to have answered while studying the Holocaust. Allow them to compare their list with others in the class. Find out if their lists include these "frequently asked questions" about the Holocaust? Why did Hitler and the Nazi Party hate the Jews?
Were other people killed along side the Jewish people of Europe?
How did the Nazis identify people who were Jewish?
How did they get the Jews of other countries to go to the concentration camps?
How did the Nazi Party convince the German people to hate and eventually allow the killing of 6,000,000 Jewish people and 5,000,000 non-Jewish people?
How does a concentration camp differ from an extermination camp?
What was it like to be removed from ones home and sent to these camps?
What did the German people know about what was happening in the camps?
How did Jewish people and anti-Nazi European citizens fight back?
What effect did the events of the Holocaust have on those who survived the camps?
What conditions existed that allowed people to inflict such cruelty?
What motivated survivors to live from one day to the next? What "coping skills" did they use?
How were children treated in the camps?
How were the lives of the children of survivors changes by their parents' experiences?
2/5/16 Exam
2/3/16-2/4/16
Review
2/2/16
Drill
Author’s Purpose Articles
Analyzing Ghazal Structure
Group Ghazal
Individual Ghazal
2/1/16
Greeting Cards Themes
1/28/16-1/29/16
Irony Images
Read Ch 7
Identify Irony
1/26/16-1/27/16
Notes on Maslow’s
Analyze Quote and Rank Characters
1/22/16-1/25/16
Descriptive Lang.
1/19/16-1/20/16
Research MLA style Q’s
Finish Ch 4 & Chart Survival Strategies
Rate Strategies
1/18/16-1/19/16
Research Mini Lesson
Read Ch 3
Chart Parent & Child Reactions
1/14/16-1/15/16
Research Mini Lesson
Complete Essay Outline
Timed Essay Writing
1/13/16
Holocaust Speaker Judah Samet
1/8/16-1/11/16
Analysis of Non-Print Text & Discussion
Author’s Statements Article & Discussion
1/6/16-1/7/16
Connotation Mini Lesson
Ch 1 & Extracting Quotes
Written Response
1/4/16-1/5/16
Introduction to Night
Mini Research Project
Present Findings
12/22/15 18. Proposal Paper12/17/1517. Proposal Presentation12/09/1516. Hamlet Final Exam
12/2/15Study Guide15. Group Presentation
12/2/1513. Character Correlation
12/01/1512. Extended Response-Hamlet and The Lion King
11/23/1511. Hamlet Essay
11/20/15Acting11/19/1510. Hamlet "To Be or Not to Be" translation
11/18/159. Hamlet Act 3.3-3.4 Analysis Questions
11/18/158. Hamlet Exam11/17/157. Hamlet Act 1 and Act 2
11/12/155B. Act 2 Questions4. 10 Commandment of Polonius
September 11
Read "The Battle with Grendel"
Note:
Exam on Wednesday (September 16).
Graded Assignment 8: Answer the following: Most of the poem Beowulf deals with his quest for glory. How is this detailed throughout the poem? What is the purpose of his quest for glory?
September 2, 2015 Graded Assignment 3 Finish Career Essays
September 1, 2015 Graded Assignment 2 1. Handbook Test 2. Work on career essay.
August 31, 2015
1. Guidance Presentation
2. Review for Handbook Exam
August 28, 2015: The Basics:
The introduction of the career paper should include information about the writer and his or her interests. The body should examine the responsibilities, education requirements, potential salary, and employment outlook of a specific career. The conclusion should summarize what was learned. A successful career paper should:
discuss your career goals.
describe your talents and interests.
focus on one career.
discuss career facts.
cite sources correctly.
look at the advantages and disadvantages of the possible career.
Power Library
Please click below for formal lesson plans:
Lesson Plans
Full Texts
Daily Assignments and Information
Forms for Senior Project and Writing Projects
2/19/16-3/7/18
Paraphrases
2/15/16-2/18/16
Annotated Bibliography
Test your bib...
2/15/16
No School
2/12/16
Interview Questions
2/11/16
Exam
2/9/16
Exam Review
Show Schindler’s List
2/8/16
In order to provide some background on these topics, have students define and discuss these following terms and questions. Direct this question to the student: Ask yourself: "What do I know about the Holocaust?" Have the students make a list of words or phrases that they think are related to the Holocaust. Instruct them to attempt a definition for each term on their list either verbally or in writing. Then have compare their list and definitions with each other. This activity can also be done in cooperative groups of two, three, or four.
The students' list may contain the following terms:
- Holocaust
- Have the students develop their own vocabulary list based on what they know or want to know. It may include general ideas, or it may include specific people, places, and ideas from the Holocaust period. Another alternative is to generate a list of terms, each of which is associated or connected with each other. In class, discuss why students placed those terms in the groups that they did. Example: Jew: religion, race, people, star, Israel.
Have the students make a list of questions they would like to have answered while studying the Holocaust. Allow them to compare their list with others in the class. Find out if their lists include these "frequently asked questions" about the Holocaust?2. Anti-Semitism
3. Pogrom
4. Police State
5. Final Solution
6. Concentration camp
7. Extermination camp
8. Genocide
9. Nazi Party
10. Adolph Hitler
11. Auschwitz
12. Eugenics
13. Euthanasia
14. Resistance
15. Liberation
Why did Hitler and the Nazi Party hate the Jews?
Were other people killed along side the Jewish people of Europe?
How did the Nazis identify people who were Jewish?
How did they get the Jews of other countries to go to the concentration camps?
How did the Nazi Party convince the German people to hate and eventually allow the killing of 6,000,000 Jewish people and 5,000,000 non-Jewish people?
How does a concentration camp differ from an extermination camp?
What was it like to be removed from ones home and sent to these camps?
What did the German people know about what was happening in the camps?
How did Jewish people and anti-Nazi European citizens fight back?
What effect did the events of the Holocaust have on those who survived the camps?
What conditions existed that allowed people to inflict such cruelty?
What motivated survivors to live from one day to the next? What "coping skills" did they use?
How were children treated in the camps?
How were the lives of the children of survivors changes by their parents' experiences?
2/5/16
Exam
2/3/16-2/4/16
2/2/16
2/1/16
1/28/16-1/29/16
- Irony Images
- Read Ch 7
- Identify Irony
1/26/16-1/27/16- Notes on Maslow’s
- Analyze Quote and Rank Characters
1/22/16-1/25/16Descriptive Lang.
1/19/16-1/20/16
- Research MLA style Q’s
- Finish Ch 4 & Chart Survival Strategies
- Rate Strategies
1/18/16-1/19/16- Research Mini Lesson
- Read Ch 3
- Chart Parent & Child Reactions
1/14/16-1/15/161/13/16
Holocaust Speaker
Judah Samet
1/8/16-1/11/16
1/6/16-1/7/16
1/4/16-1/5/16
12/22/15
18. Proposal Paper12/17/1517. Proposal Presentation12/09/1516. Hamlet Final Exam
12/2/15Study Guide15. Group Presentation
12/2/1513. Character Correlation
12/01/1512. Extended Response-Hamlet and The Lion King
11/23/1511. Hamlet Essay
11/20/15Acting11/19/1510. Hamlet "To Be or Not to Be" translation
11/18/159. Hamlet Act 3.3-3.4 Analysis Questions
11/18/158. Hamlet Exam11/17/157. Hamlet Act 1 and Act 2
11/12/155B. Act 2 Questions4. 10 Commandment of Polonius
11/11/152B. Act 1 Hamlet Critical Questions
Oct. 28
October 6
Exam
October 5
Exam Review
October 2-4
Watch King Arthur
October 1-
Note: Exam on Wednesday
King Arthur Exam on Monday
September 30
September 29
Create a Blurb
September 28
Find 30 Critical Facts pertaining to King Arthur.
September 25
September 24
Introduction to Le Morte d'Arthur
September 22-23
Reading check on intro to Le Morte d'Arthur on Thursday
View Beowulf
September 17-18
Graded Assignment 12
Beowulf Boast
September 16
Graded Assignment 11
Beowulf Exam
September 15
Exam Tomorrow!
Don't forget to study.
If you are having trouble understanding Beowulf, click below for the adapted version .
http://www.lone-star.net/literature/beowulf/beowulf.html
Graded Assignment 10
September 14
Graded Assignment 9
September 11
Read "The Battle with Grendel"
Note:
Exam on Wednesday (September 16).
Graded Assignment 8:
Answer the following:
Most of the poem Beowulf deals with his quest for glory. How is this detailed throughout the poem? What is the purpose of his quest for glory?
September 10, 2015
Graded Assignment 7
September 9
1. A Picture is Worth a Thousand WordsWhat does each picture represent?
September 8, 2015
Read The Coming of Beowulf
Graded Assignment 6
September 4, 2015
Graded Assignment 5
1. Introduction to Beowulf
2. Example of Old English
September 3, 2014
Graded Assignment 4
WebQuest
September 2, 2015
Graded Assignment 3
Finish Career Essays
September 1, 2015
Graded Assignment 2
1. Handbook Test
2. Work on career essay.
August 31, 2015
1. Guidance Presentation
2. Review for Handbook Exam
August 28, 2015:
The Basics:
The introduction of the career paper should include information about the writer and his or her interests. The body should examine the responsibilities, education requirements, potential salary, and employment outlook of a specific career. The conclusion should summarize what was learned.
A successful career paper should:
August 27, 2015:
Classroom Rules
Graded Assignment 1
Handbook Study Guide